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An Axiological Analysis of One Medical School's Admissions Process: Exploring Individual Values and Value Systems
Rachel H Ellaway1, Rebecca L Malhi, Wayne Woloschuk
1R.H. Ellaway is professor, Department of Community Health Sciences, and director, Office of Health and Medical Education Scholarship, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. R.L. Malhi is research associate, Distributed Learning and Rural Initiatives, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. W. Woloschuk is program evaluation consultant, Undergraduate Medical Education, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. J.M. de Groot is associate professor, Departments of Psychiatry and Oncology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. C.J. Doig is professor, Departments of Critical Care Medicine and Community Health Sciences, and current chair, Admissions Committee, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. D. Myhre is professor, Department of Family Medicine, and associate dean, Distributed Learning and Rural Initiatives, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada.
Medical school admissions processes are guided by values. An axiological analysis revealed a desire for greater emphasis on patient and societal responsibilities over demographic balance in physician selection.
Area of Science:
- Medical Education
- Health Professions Education
- Medical School Admissions
Background:
- Values and value systems are integral to medical school admissions.
- Understanding these values is crucial for effective physician selection.
Purpose of the Study:
- To conduct an axiological analysis of the undergraduate admissions process at the University of Calgary's Cumming School of Medicine.
- To explore individual values and value systems within the admissions context.
Main Methods:
- A mixed-methods case study approach was employed.
- Data collection included a descriptive audit, stakeholder surveys, interviews, and discourse analysis of admissions materials (June-September 2017).
Main Results:
- While the admissions process rigor was generally satisfactory, satisfaction with the final selection was lower.
- Stakeholders desired increased focus on patient and societal responsibilities compared to gender and ethnic balance.
Conclusions:
- Medical school admissions stakeholders must align their value systems with processes and outcomes.
- Axiological analysis can refine admissions to meet institutional social missions and the social contract of medical education.